Perlmutter M, Sophian C, Mitchell D B, Cavanaugh J C
Child Dev. 1981 Sep;52(3):873-81.
3 experiments were carried out to investigate cuing of young children's recall. In each experiment younger (3 years) and older (4 1/2 years) preschool children were tested on free and cued recall tasks in which the presence of semantic and contextual cues was manipulated. In the first 2 experiments there was little evidence that the children's recall was facilitated by presence of contextual cues, independent of the facilitation produced by semantic information. In the third experiment, context and target items were integrated experimentally at presentation. In this case, unrelated context cues improved recall. This finding suggests that limitations in the facilitatory effects of context cues for preschool children are related to the ways these young children initially encode target and context items. In all 3 experiments semantic cues aided both younger and older children's recall. Moreover, there was evidence of a developmental increase in the effectiveness of semantic, but not contextual, cues. This finding highlights the importance of growth of the semantic knowledge base for early memory development.
开展了3项实验来研究幼儿回忆的线索提示情况。在每项实验中，对年龄较小（3岁）和年龄较大（4.5岁）的学龄前儿童进行自由回忆和线索提示回忆任务测试，其中语义和情境线索的呈现方式有所变化。在前两项实验中，几乎没有证据表明情境线索的存在促进了儿童的回忆，这与语义信息产生的促进作用无关。在第三项实验中，情境和目标项目在呈现时通过实验进行了整合。在这种情况下，不相关的情境线索提高了回忆效果。这一发现表明，情境线索对学龄前儿童促进作用的局限性与这些幼儿最初对目标和情境项目的编码方式有关。在所有3项实验中，语义线索有助于年龄较小和较大儿童的回忆。此外，有证据表明语义线索（而非情境线索）的有效性在发展过程中有所提高。这一发现凸显了语义知识库的增长对早期记忆发展的重要性。
